“Back to the Future” Building Mentoring Capacity in Physical Education Teacher Education Students

Mooney, Amanda; Gullock, Loris

doi:10.1007/978-94-6209-278-5_9

Cited by 3 publications

(1 citation statement)

References 26 publications

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“…Examples of mentoring programs specifically in teacher education are few (Heirdsfield et al, 2008) and there are even fewer studies focusing on peer mentoring between students within physical education pre-service courses. One such study reported on the Student Teaching Experience in Mentoring (STEM) program focusing on outcomes for final year physical education mentors who acted as peer mentors to first year students (Mooney & Gullock, 2013). Outcomes such as the development of a mentoring attitude and critical reflection were reported in the Assessment for Learning tasks completed.…”

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The Assessment and Mentoring Program (AMP): Final Year Pre-Service Physical Education Peer Mentors Perceptions of Effective Mentoring

Jenkinson

Benson

2017

JoSoTL

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In the teacher education context, most peer mentoring programs have focused on pre-service teachers and a qualified teacher mentor within schools (Hobson, et.al., 2009; Ambrosetti, Knight & Dekkers, 2014). Few studies have focused on mentoring between pre-service physical education teachers. Therefore, we describe the Assessment and Mentoring Program (AMP): a four-way collaborative learning community. Mentoring occurs between final year physical education students (mentors), reciprocally between mentors and their year two mentees, and in collaboration with lecturers. Prior to the commencement of the AMP, to understand the pre-service mentors’ perception of effective mentoring, they were asked to annotate an A3 poster with the characteristics they perceived were required to be the ‘perfect’ mentor and complete the AMP successfully. We present data of their perceptions. De-identified data were transcribed verbatim, coded and analysed using NVivo (Version10) software to explore themes of the mentor’s perceptions of effective mentoring within the context of Le Cornu’s (2005) critical mentoring framework including interpersonal skills, a mentoring attitude and critical reflection. The AMP mentors identified characteristics in all three categories; organisation was also identified as an essential mentoring characteristic. Students’ perceived a diverse set of mentoring skills were required. Given that many key skills developed through mentoring are important for pre-service teachers when they graduate, the challenge is how to provide relevant, authentic and context specific experiences for students that enable them to become collaborative reflective practitioners who can provide quality learning and assessment opportunities for their own diverse students within the constraints of a university environment.

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confidence: 99%

The Assessment and Mentoring Program (AMP): Final Year Pre-Service Physical Education Peer Mentors Perceptions of Effective Mentoring

Jenkinson

Benson

2017

JoSoTL

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The ‘Butterfly Effect’ of Mentoring Practices in School-University Partnerships

Mooney,

Thomas,

Blake

2024

Creating, Sustaining, and Enhancing Purposeful School-University Partnerships

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Preparing Teacher Candidates to Assess for Learning: A Systematic Review

Van Orman,

Gotch,

Carbonneau

2024

Review of Educational Research

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Teachers’ approaches and mindsets for assessment affect student learning, motivation, and social-emotional well-being. This systematic review examines how initial teacher education programs prepare teachers to enact one core purpose of classroom assessment—assessment for learning (AfL). AfL (also known as formative assessment) is a planned process of instructionally embedded assessment wherein students and teachers collaborate within goal-driven activity, monitor and communicate around evidence of learning, and reflect on evidence of learning to strategize actions to improve. We examined how teacher candidates learned to enact AfL within 70 studies published between 1998 and May 2022. Results illuminate how teacher candidates can learn to enact AfL through a combination of explicit instruction, modeling of AfL, and cyclical opportunities to enact AfL; get feedback; and attune instruction/assessment during their teacher preparation. However, we also uncovered contexts, structures, and practical considerations within teacher education that limit teacher candidates’ learning and enactment of AfL.

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“Back to the Future” Building Mentoring Capacity in Physical Education Teacher Education Students

Cited by 3 publications

References 26 publications

The Assessment and Mentoring Program (AMP): Final Year Pre-Service Physical Education Peer Mentors Perceptions of Effective Mentoring

The Assessment and Mentoring Program (AMP): Final Year Pre-Service Physical Education Peer Mentors Perceptions of Effective Mentoring

The ‘Butterfly Effect’ of Mentoring Practices in School-University Partnerships

Preparing Teacher Candidates to Assess for Learning: A Systematic Review

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